Publications

Based on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report compares initiatives in these states related to early college readiness assessments and transition curricula.

This two-page policy brief summarizes research on early assessment and college readiness "transition courses" and makes recommendations for states considering the approach.

Using an instrumental variable technique, the authors estimate the impact of online versus face-to-face course delivery on student course performance, as indicated by course persistence and final course grade.

Based on survey and focus group data from four community colleges, this research brief discusses why many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam.

This brief examines characteristics and course-taking patterns of students who accumulate a substantial number of college credits but do not earn an award by their fifth year of enrollment.

Findings from this paper suggest that while Pell recipients at community colleges have a stronger academic focus than non-Pell recipients, they may be taking more time to complete a credential than is prudent.

This journal article reviews the evidence for contextualization, an instructional approach that connects foundational skills and college-level content.

Using data from a qualitative investigation of online courses at two community colleges, this paper examines how expectations about the roles of online student and online instructor differ among these two groups.

In this discussion paper, the authors argue that the time has come to comprehensively redesign the Pell program, and they propose three major structural reforms to the Pell Grant program.

This practitioner packet summarizes the research on nonacademic student supports and suggests ways to implement a system of nonacademic supports that will have more sustained impacts on student success.

This study reviews the theories of action that advocates of performance funding have espoused for higher education in three states that are leaders in performance funding: Indiana, Ohio, and Tennessee.

Melinda Mechur Karp reviews Higher Education in the Digital Age and argues that the author ignores the potential stratifying effects of online learning in higher education.

This issue of Inside Out describes how community college faculty are working to increase rigor within reformed developmental education classrooms.

This publication examines the diversity of enrollment patterns among community college students and demonstrates a novel graphical technique for displaying large numbers of enrollment patterns.

This monograph reviews the national and state literature on the forms and impacts of performance funding, and it includes policy recommendations and suggestions for further research.

This journal article describes two experiments conducted with developmental students that investigated the impact of a contextualized intervention focused on written summarization and other reading and writing skills.

Using data on credit accumulation, award receipt, and earnings, this paper examines whether it is better for students to earn an associate degree before transferring to a four-year college.

This CAPSEE working paper reviews current research on the effectiveness of interventions and reforms that seek to improve the math preparedness and success of high school students entering college.

Drawing on a scan of remedial reform efforts and fieldwork at 11 colleges, this paper examines trends in reform implementation and provides a framework for strengthening reform efforts and institutional capacity.

This article reviews studies published from 2000 to 2012 on the literacy skills of underprepared postsecondary students and identifies reading and writing processes that have been overlooked in the literature.